Inhibitory Learning with Bidirectional Outcomes: Prevention Learning or Causal Learning in the Opposite Direction?

• Published in: Journal of cognition 2023-03, Vol.6 (1), p.19-19
• Main Authors: Chow, Julie Y L, Lee, Jessica C, Lovibond, Peter F
• Format: Article
• Language: English
• Subjects: bidirectional outcomes; causal learning; causal structure; feature negative; prevention
• ISSN: 2514-4820; 2514-4820
• DOI: 10.5334/joc.266

Influential models of causal learning assume that learning about generative and preventive relationships are symmetrical to each other. That is, a preventive cue directly prevents an outcome from occurring (i.e., "direct" prevention) in the same way a generative cue directly causes an outcome to occur. However, previous studies from our lab have shown that many participants do not infer a direct prevention causal structure after feature-negative discrimination (A+/AB-) with a unidirectional outcome (Lee & Lovibond, 2021). Melchers et al. (2006) suggested that the use of a bidirectional outcome that can either increase or decrease from baseline, encourages direct prevention learning. Here we test an alternative possibility that a bidirectional outcome encourages encoding of a relationship in the direction, where B directly causes a decrease in the outcome. Thus, previous evidence of direct prevention learning using bidirectional outcomes may instead be explained by some participants inferring an "Opposite Causal" structure. In two experiments, participants did indeed report an opposite causal structure. In Experiment 1, these participants showed the lowest outcome predictions when B was combined with a novel cause in a summation test, and lowest outcome predictions when B was presented alone. In Experiment 2, B successfully blocked learning to a novel cue that was directly paired with a reduction in the outcome, and this effect was strongest among participants who endorsed an Opposite Causal structure. We conclude that previous evidence of direct prevention learning using bidirectional outcomes may be a product of excitatory rather than inhibitory learning.